Collective Accountability To The Work 9-28-09

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Collective Accountability To The Work9-28-09

• Learning Is The Work
• -Michael Fullan

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Morning Agenda

• 800 Program Overview
• 830 Response To Intervention
  Snapshot LeAnne Robinson WWU
• 920 Break
• 930 Action on The Front Line
• RTI Blaine Elementary School
• AVID Blaine High School
• 1025 Brief Commercial Message

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Our Collective Urgency

• Assuring that all students leave the Blaine
  School District ready (meaningful high school
  diploma) for post secondary education or
  training, and/or ultimately prepared for work
• While we know that or students will not all
  attend a four-year college, we must continue to
  strive to provide each of them with the
  opportunity to make that choice

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Our System FocusTeachable Point of View

• The collective research is clear (Richard
  Elmore, Tony Wagner, and others) There are
  multiple factors which impact the presence of
  sustainable success for students across the
  system
• 1. Conditions (Time and Resources)
• 2. Competencies (Professional Development/Capacit
  y Building)
• 3. Culture (Aligned Communities of Teaching and
  Learning P-12)
• 4. Context (Urgency assures for relevance of
  our work)

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Aligned Communities of Teaching and Learning

• Focus on Learning Rather Than Teaching
• Work Collaboratively
• Hold Yourself and Others Accountable To
  Commitments and Subsequently To Results
• Richard Dufour

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Learning For All

• Not just a mission statement, but a collective
  commitment
• Pushing forward with a system-wide focus on
• Building knowledge of effective practice
• Collaboratively considering opportunities for
  adaption in our schools and classrooms
• Identifying the resources necessary to make those
  adaptations happen
• Establishing and holding each other accountable
  to clear and consistent indicators of progress
• Opening the process of student learning to
  observation, analysis and proactive dialog with
  colleagues

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Blaine School District PlanTheory of Action

• Creating the conditions within which it is safe
  for teaching and learning to be viewed as
  transparent across the system, and within which
  teachers have the opportunity to observe,
  collaborate and proactively reinforce those
  strategies that are making the greatest
  difference for student learning

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Your Most Recent Impact

• In 2009, students in the Blaine School District
  performed at or above state averages in 15 of 19
  combined grade level and content areas being
  tested (WASL)
• The percentage of students meeting standard in
  reading increased at 5 grade levels tested
• The percentage of students meeting standard in
  math increased at 4 grade levels tested

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Our ResultsRepresentative WASL Data (Math)
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Our ResultsRepresentative WASL Data (Reading)
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Our ResultsRepresentative WASL Data (Writing)
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Our Results8th Grade ScienceThe Impact of
Coaching and Collaboration!
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The Instructional CoreThree-Legged Stool

• High Quality, Relevant and Rigorous Content (All
  Levels)
• Intentional and Effective Instruction
• Active and Engaged Learners
• Richard Elmore

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Our Collective WorkThe Instructional Core

• Assuring that we are focusing on a consistent,
  rigorous and aligned set of standards (content)
• Providing timely and relevant opportunities for
  quality professional development (instruction)
• Creating meaningful opportunities for
  collaborative access to and subsequent
  observation of student engagement in the
  instructional setting (learners)

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Why Are We Visiting Classrooms?

• Observing (levels of student involvement and
  engagement)
• Learning (from the perspective of the student)
• Processing (considering significance of student
  interaction and implications for their own
  learning)
• Supporting the principal (sharing thoughts and
  ideas specific to guiding non-evaluative
  conversations with teachers)
• This is about gaining a better understanding of
  the complexity of the work, and those practices
  that drive higher levels of student engagement
  and involvement
• It is not about evaluating teacher performance

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Expectations For Administrators and Peers In This
Collaborative Work

• Lead with questions not answers
• Engage in dialog and debate not coercion
• Conduct autopsies without asserting blame
• Build red flag (urgency) reference points
  around the actions and responses of the learner,
  rather than those of the teacher
• Jim Collins

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Our Continued Focus

• Supporting staff in becoming even more proficient
  in the use of achievement data to drive
  instruction
• Reinforcing the presence and relevance of key
  initiatives at all levels of the system
  (September LID Focus)
• Response To Intervention K-8
• AVID 9-12
• Celebrating success through maintaining a focus
  on those things that remain positive and right
  for students and their success in our system

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Validating Your WorkEnsuring That All Students
Are Learning

• Response to Intervention (K-8 Initiative)
• LeAnne Robinson(WWU)
• Overview
• Blaine Elementary School Team Application
• AVID (9-12 Initiative)
• Blaine High School Team
• Overview and Application

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Patience gives us self-control, the capacity to
stop and be in the present moment. From that
place, we can make wise choices.

• The Power of Patience
• M.J. Ryan